AN EXTENDED CDIO SYLLABUS FRAMEWORK WITH PREPARATORY ENGINEERING PROFICIENCIES

1
AN EXTENDED CDIO SYLLABUS FRAMEWORK
WITHPREPARATORY ENGINEERING PROFICIENCIES

• Duncan Campbell
• Les Dawes, Hilary Beck, Sam Wallace
• (Queensland University of Technology)
• Carl Reidsema (University of New South Wales)
• Brenton Dansie (University of South Australia)
• Australia and New Zealand Regional Group

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Introduction

• Drivers
• Engineering education reform
• Globalisation and mobility
• Pathways
• Engineers for the Future - Addressing the supply
  and quality of Australian engineering graduates
  for the 21st century, (King, 2008)
• Raise the public perception of engineering
  (including within primary and secondary schools
  )
• Implement best-practice engineering education
  (define curricula more strongly around
  engineering problem solving, engineering
  application and practice, and develop the themes
  of design...)
• Two Federally funded projects
• Design Based Curriculum Reform within Engineering
  Education (Australian Learning and Teaching
  Council)
• Australian Technology Network (ATN) Engineering
  in Schools (Collaboration and Structural Reform)

3
Key Contributions

• CDIO Syllabus linked into the Australian context
• Engineers Australia Graduate Attributes
• Washington Accord Graduate Attributes
• Queensland University of Technology Graduate
  Capabilities
• Extended CDIO framework recognising preparatory
  levels of proficiency
• Resources and tools

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CDIO Syllabus and Proficiencies
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Attributes, Capabilities, Outcomes and Other
Things
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CDIO Syllabus Mapping
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QSA Senior Engineering Technology Curriculum

• Apply knowledge to unfamiliar and/or complex
  engineering problems
• Use mathematical concepts and techniques in
  preparing and interpreting engineering data
• Investigate and analyse engineering problems, and
  identify and prioritise their critical elements
• Propose and validate possible solutions to
  engineering problems
• Select suitable engineering solutions by drawing
  conclusions based on the evidence gathered
• Evaluate proposed solutions in terms of their
  capacity to solve engineering problems,
• Meet environmental and societal needs, and comply
  with appropriate benchmarks and standards.

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Preparatory Context

• Highly controlled in a highly supervised
  environment
• Limited scope and context of topics, and learning
  activities
• Outcomes are generally aligned with graduate
  attribute statements, however the levels of
  proficiency are somewhat limited in comparison

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Proficiencies in Context
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Sample Prep Mapping
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Extended CDIO Syllabus Framework
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Conclusions

• Summary
• CDIO Syllabus (v 4.2.3) linked into the
  Australian context for mobility
• Extended CDIO framework recognising preparatory
  levels of proficiency (Blooms v1)
• Curriculum mapping demonstrator
• Looking Forward
• Link to Revised CDIO Syllabus
• Integrated Curriculum Information System (ICUS)

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Integrated Curriculum Information System Concept
data connectors